Program Self-Study Report
for Computer Science and Engineering
A. Background Information
1. Degree Titles
Bachelor of Science in Computer Science and Engineering*.
The BS in CS&E program is in the
Computer and Information Science Department of the Ohio
State University; the Department also offers several other
programs, for example, a Bachelor of Science in
Computer and Information Science degree in the College of Arts
and Sciences. Only the BS in CS&E program is
being evaluated.
1. Program Modes
Indicate the modes (e.g., day, co-op, off-campus, distanced) in
which this program is offered and describe any differences from
the information given for the engineering unit as a whole in
Appendix II.
1. Actions to Correct Previous Deficiencies
If specific program deficiencies or weaknesses were identified by
the EAC during the previous general review and any interim
reviews, please refer to them and indicate the actions taken.
Deficiencies that were addressed in the previous General Review as
being common to all programs, e.g., institutional deficiencies,
should be addressed in each program self-study report.
B. Accreditation Summary
This section is the focus of the Program Self-Study Report. A
complete description of how the program satisfies all of the
requirements for each criterion must be presented. It is suggested
that the information presented for each criterion be as complete
as possible such that the program evaluator can determine if all
of the requirements are being met without cross-referencing
material provided under other criteria. This may require some
duplication of material but it should aid the evaluator. Reference
to the material provided in Appendixes I and II, and to other
information provided by the institution should be made as needed.
1. Students
Describe how students are evaluated, advised and monitored in a
manner consistent with program objectives, as required by
Criterion 1.
2. Program Educational Objectives
Discuss in detail the educational objectives, the process by which
these objectives are determined and evaluated, how the program
ensures these objectives are achieved, and the system of ongoing
evaluation that leads to continuous improvement of the program, as
required by Criterion 2.
As a minimum:
+ List the Program Educational Objectives and show how
they are consistent with the mission of the institution.
+ Identify the significant constituencies of the program.
+ Describe the processes used to establish and review the
Program Educational Objectives and the extent to which
the program’s various constituencies are involved in
these processes. Provide documentation that demonstrates
that the processes are working and producing the desired
results and that the results are being used to improve
the effectiveness of the program.
+ Describe how the program curriculum and processes ensure
achievement of the Program Educational Objectives.
Provide data the shows the processes are working and
producing the desired results and that the results are
being used to improve the effectiveness of the program.
1. Program Outcomes and Assessment
Describe the assessment process, documented results, and
evidence that results are applied to further development and
improvement of all outcomes important to the mission of the
institution and the objectives of the program, as required by
Criterion 3.
As a minimum:
+ List the Program Outcomes that have been established
based on the Program Educational Objectives.
+ Describe how the Program Outcomes relate to the outcome
requirements of Criterion 3.
+ Describe how the Program Outcomes relate to the Program
Educational Objectives.
+ Describe the processes used to assure that graduates
have achieved the program outcomes.
+ Provide qualitative and quantitative data used on a
continuing basis to demonstrate that the graduates
satisfy the Program Outcomes.
+ Describe the process by which the assessment results are
applied to further develop and improve the program.
+ Document changes that have been implemented to further
develop and improve the program. Provide qualitative and
quantitative data used to support these changes.
+ Describe the materials that will be available for review
during the visit to demonstrate achievement of the
Program Outcomes and Assessment.
+ Describe the processes and procedures used to enforce
policies for the acceptance of transfer students.
+ Describe the procedures used to validate credit for
courses taken elsewhere.
1. Professional Component
Describe how the engineering faculty assures that the
curriculum devotes adequate attention and time to each
subject area and describe how students are prepared for
engineering practice, as required by Criterion 4.
Note that instructional material and student work verifying
the proper classification of course content must be provided
for the evaluation team at the time of the visit. These
materials may include all or part of the documentation used
to demonstrate Program Outcomes and Assessment.
As a minimum:
o Describe how students are prepared for engineering practice
through the curriculum which culminates in a major design
experience.
o Describe how the program curriculum devotes adequate attention and
time to the professional component which includes mathematics and
basic sciences, engineering topics, and general education. Note
that a transcript analysis for a sampling of recent graduates may
be requested by the team chair prior to the visit.
The information contained in Appendix I presents supporting
documentation and will be useful to the evaluation process.
o Complete Appendix IA, Table 1, Basic-Level Curriculum. List the
courses in the order in which they are given in the curriculum and
classified in the appropriate categories to clearly indicate how
the program meets the Professional Component (Criterion 4) as well
as Program Criteria (Criterion 8), as prescribed in Engineering
Criteria 2000.
o Complete Appendix IA, Table 2, Course and Section Size Summary.
In Appendix IB, course syllabi, provide standard descriptions
for courses used to satisfy the mathematics and basic
sciences, and engineering topics required by Criterion 4. The
format should be consistent for each course, must not exceed
two pages per course, and, at a minimum, contain the
information listed below:
1. Department, number, and title of course
2. Course (catalog) description
3. Prerequisite(s)
4. Textbook(s) and/or other required material
5. Course objectives
6. Topics covered
7. Class/laboratory schedule, i.e., number of
sessions each week and duration of each
session
8. Contribution of course to meeting the
professional component
9. Relationship of course to program objectives
10. Person(s) who prepared this description and
date of preparation
5. Faculty
Demonstrate that the faculty have the competencies to cover
all of the curricular areas of the program and show that the
faculty is of sufficient number to accommodate
student-faculty interaction, advising and counseling, service
activities, professional development, and interaction with
practitioners and employers, as required by Criterion 5.
As a minimum:
o Discuss the competency of the faculty to cover all of the
curricular areas of the program.
o Describe faculty involvement in interactions with students, in
advising, in service, in professional development, and in
interactions with industry.
o Discuss the adequacy of the size of the faculty.
The information contained in Appendix I presents supporting
documentation and will be useful to the evaluation process.
o Complete Appendix IA, Table 3, Faculty Workload Summary and
summarize the course load and other activity for each faculty
member for the full academic year in which the Program Self-study
is being written. An updated report for the current year is to be
provided at the time of the visit.
o Complete Appendix IA, Table 4, Faculty Analysis, which summarizes
information about each faculty member.
o In Appendix IC, provide current summary curriculum vitae for all
faculty members with the rank of instructor and above who have
primary responsibilities for course work associated with the
program. Include part-time and adjunct faculty members. The format
should be consistent for each curriculum vita, must not exceed two
pages per person, and, at a minimum, contain the information
listed below:
1. Name and Academic Rank
2. Degrees with fields, institution, and date
3. Number of years service on this faculty,
including date of original appointment and
dates of advancement in rank
4. Other related experience--teaching,
industrial, etc.
5. Consulting, patents, etc.
6. State(s) in which registered
7. Principal publications of last five years
8. Scientific and professional societies of which
a member
9. Honors and awards
10. Institutional and professional service in the
last five years
11. Professional development activities in the
last five years
6. Facilities
Describe classrooms, laboratory facilities, equipment, and
infrastructure and discuss the adequacy of these facilities to
accomplish program objectives, as required by Criterion 6.
As a minimum:
o Provide information concerning facilities such as classrooms,
laboratories, computing and information infrastructures that
engineering students and faculty are expected to use in meeting
the requirements of the program.
o Identify the opportunities students have to learn the use of
modern engineering tools.
1. Institutional Support and Financial Resources
Describe the level and adequacy of institutional support,
financial resources, and constructive leadership to achieve
program objectives and assure continuity of the program, as
required by Criterion 7.
As a minimum:
o Describe the processes used to determine the budget for the
program.
o Discuss the adequacy of institutional support, financial resources
and constructive leadership necessary to achieve program
objectives.
o Describe the adequacy of faculty professional development and how
it is planned and funded.
o Describe a plan and sufficiency of resources to acquire, maintain,
and operate facilities and equipment required to achieve program
objectives.
o Discuss the adequacy of support personnel and institutional
services necessary to achieve program objectives.
The information contained in Appendix I presents supporting
documentation and will be useful to the evaluation process.
o Complete Appendix IA, Table 5, Support Expenditures of Engineering
Unit or Program. Report the expenditures for support functions of
the engineering program being evaluated. The information is to be
supplied for each of the three most recent fiscal years.
8. Program Criteria
Describe how the requirements of the applicable program
criteria are met in the areas of curricular topics and
faculty qualifications, as required by Criterion 8.
9. Cooperative Education Criteria
If a separate accreditation action is desired for a
cooperative work element as part of the professional
component, provide a description of component and how it
complements the requirements of the other criteria, as
required by Criterion III.
10. General Advanced-Level Program
If accreditation of an advanced-level program is being
sought, advanced-level accreditation requires that all
graduates also satisfy basic-level criteria. Therefore,
describe the procedure used to ensure that all graduates
satisfy both basic-level and advanced-level criteria, as
required by Criterion IV. Use Appendix IA, Table 1,
Basic-Level Curriculum, to list the course requirements
of the advanced-level curriculum.
Appendix I - Additional Program Information
A. Tabular Data for Program
Table 1. Basic level Curriculum
Table 2. Course and Section Size Summary
Table 3. Faculty Workload Summary
Table 4. Faculty Analysis
Table 5. Support Expenditures
B. Course Syllabi
C. Faculty Curriculum Vitae
It is suggested that the information be provided in the given formats in
Appendix I and attached to the Program Self-Study Report using tables with
the same number and order presented in this appendix.
Table 1. Basic-Level Curriculum
(Name of Program)
Year; Course Category (Credit Hours)
Semester (Department,
or Number, Title)
Quarter Math & Engineering General Other
Basic Topics Education.
Sciences
Check if
Contains
Design
(ü )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
(continued on next page)
Table 1. Basic-Level Curriculum (continued)
(Name of Program)
Year; Course Category (Credit Hours)
Semester (Department,
or Number, Title)
Quarter Math & Engineering General Other
Basic Topics Education
Science
Check if
Contains Design
(ü )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
TOTALS-ABET BASIC-LEVEL ( )
REQUIREMENTS
OVERALL TOTAL FOR DEGREE ( )
PERCENT OF TOTAL ( )
Totals Minimum semester 32 hrs 48 hrs
must credit hours
satisfy Minimum percentage 25% 37.5 %
one set
Note that instructional material and student work verifying course
compliance with ABET criteria for the categories indicated above will be
required during the campus visit.
Table 2. Course and Section Size Summary
(Name of Program)
Course No. Title No. of Avg. Type of Class (1)
Sections Section
Enrollment
offered in Lecture Laboratory Recitation Other
Current
Year
1. Enter the appropriate percent for each type of class for each course
(e.g., 75% lecture, 25% recitation).
Table 3. Faculty Workload Summary
(Name of Program)
Faculty Member FT Classes Taught (Course Total Activity Distribution2
(Name) or No./Credit Hrs.)
PT Term and Year1
pt
Teaching Research Other3
1. Indicate Term and Year for which data apply.
2. Activity distribution should be in percent of effort. Members'
activities should total 100%.
3. Indicate sabbatical leave, etc., under "Other."
Table 4. Faculty Analysis
(Name of Program)
Name Age Rank FT Highest Institution Years of Experience Professional Level of Activity (high, med, low,
or Degree from which Registration none) in:
PT Highest
Degree (in(Indicate
Earned & State)
YY Year
Year Govt./Industry Total This (Indicate Professional Research Consulting/Summer
Practice Faculty Insti-tution State) Society
(Indicate Work in Industry
Society)
Instructions: Complete table for each member of the faculty of the
program. Use additional sheets if necessary. Updated information is to
be provided at the time of the visit. The level of activity should
reflect an average over the current year (year prior to visit) plus the
two previous years.
Table 5. Support Expenditures
(Name of Program)
1 2 3 4
Fiscal Year (prior to (previous year) (current (year of
previous year) year) visit)
Expenditure
Category
Operations (1)
(not including
staff)
Travel (2)
Equipment (3)
(a)
Institutional
Funds
(b) Grants and
Gifts (4)
Graduate
Teaching
Assistants
Part-time
Assistance (5)
(other than
teaching)
Instructions:
Report data for the engineering unit(s) and for each engineering program
being evaluated. Updated tables are to be provided at the time of the visit.
Column 1: Provide the statistics from the audited account for the fiscal
year completed 2 years prior to the current fiscal year.
Column 2: Provide the statistics from the audited account for the fiscal
year completed prior to your current fiscal year.
Column 3: This is your current fiscal year (when you will be preparing these
statistics). Provide your preliminary estimate of annual expenditures, since
your current fiscal year presumably is not over at this point.
Column 4: Provide the budgeted amounts for your next fiscal year to cover
the fall term when the ABET team will arrive on campus.
Notes:
1. Categories of general operating expenses to be included here.
2. Institutionally sponsored, excluding special program grants.
3. Major equipment, excluding equipment primarily used for research. Note
that the expenditures (a) and (b) under "Equipment" should total the
expenditures for Equipment. If they don’t, please explain.
4. Including special (not part of institution’s annual appropriation)
non-recurring equipment purchase programs.
5. Do not include graduate teaching and research assistant or permanent
part-time personnel.
Appendix I
(continued)
B. Course Syllabi
INSERT TEXT HERE
See Instructions under Item B-4, page 5
C. Faculty Resumes’
INSERT TEXT HERE
See Instructions under Item B-5, page 6
Appendix II - Institutional Profile
{Program evaluators will require some information about the institution and
the engineering unit. Therefore, information about the institution and the
engineering unit should be supplied as Appendix II which may be attached to
each Program Self-Study Report or supplied as a separate document.
The institution may employ any means it chooses to represent itself to ABET
and the visiting team. Consequently, the references to specific tables in
the following are for guidance only. The information may be presented in any
manner the institution chooses.}
I. Background Information Relative to the Institution
A. General Information
1. Give the name and address of the institution.
2. Give the name and title of the chief executive officer of the
institution and, if different, of the campus president,
chancellor, etc.
3. Give the name and official position of the person submitting the
completed questionnaire.
B. Type of Control
Describe the type of managerial control of the institution (e.g.,
private-non-profit, private-other, denominational, state, federal,
public-other, etc.).
C. Regional or Institutional Accreditation
Name the organizations by which the institution is now accredited, and give
dates of initial and most recent accreditation actions.
D. Faculty and Students
For the entire institution, provide faculty and student counts for the fall
term immediately preceding the visit. (see Table II-1)
E. Mission
Provide a copy of the institution’s mission statement and goals or
objectives.
F. Institutional Support Units
Provide information about institutional support units, such as the library
and computing center, that are requisite to achieving the objectives of the
program.
II. Background Information Relative to the Engineering Unit
A. Engineering Educational Unit
1. Provide an organizational chart showing the position of
the engineering unit with in the institution, listing
each official by title (e.g., academic vice president,
dean of college of engineering, etc.) and label as Table
II-2, Organizational Chart.
2. Describe the engineering educational unit , listing
those departments, divisions, programs, etc., which
teach engineering subjects, conduct engineering
research, or perform other engineering educational
activities.
3. Give the name and title of the administrative head of
the principal education unit and other administrative
unit(s).
4. If all engineering programs do not come under a single
administrative head, describe the other administrative
unit(s) offering programs leading to a degree in
engineering, and provide separate data where applicable.
Include other units in Table II-2, Organizational Chart.
5. Provide a copy of the engineering education unit mission
statement.
B. Programs Offered and Degrees Granted
List the full titles of all degrees in engineering--undergraduate, graduate,
and professional--granted by the institution. If there are differences in
the degrees awarded for completion of co-op programs, these should be
clearly indicated. (see Table II-3 (Parts 1 and 2))
C. Information Regarding Administrators
Furnish a current summary curriculum vitae for the administrative head of
the engineering educational unit(s) and any associates or assistants who
have faculty status or are in responsible charge of a major service unit
such as student counseling center, co-op coordination, etc. The summary
curriculum vitae may be provided in any format but must be limited to one
page.
D. Supporting Academic Departments
Provide information about supporting academic departments for all academic
supporting units that provide any required portion of the instruction for
engineering students in the programs being evaluated. (see Table II-4)
E. Engineering Finances
Provide information about the support expenditures of the engineering unit,
report the expenditures for support functions of the engineering educational
unit(s) as a whole. The information is to be supplied for each of the three
(3) most current fiscal years. For the fiscal year of the visit, provide the
budgeted amounts. If it is not possible to provide final budget figures in
the report, they should be provided before or at the time of the visit. (see
Table II-5)
F. Engineering Personnel and Policies
1. Personnel
Provide the number of personnel, both full-time and
part-time, for the entire engineering unit and for each
program being evaluated. (see Table II-6)
1. Faculty Salaries, Benefits, and Other Policies
Briefly summarize the promotion and tenure system and
the processes used to determine faculty salaries.
Faculty salary data may be provided at the option of the
institution. (see Table II-7)
1. Faculty Workload
Describe the faculty workload policy for the engineering
unit. Define what constitutes a full-time load.
1. Supervision of Part-time Faculty
Describe the policy for the supervision and evaluation of
part-time faculty personnel.
G. Engineering Enrollment and Degree Data
Provide enrollment and degree statistics for the engineering educational
unit as a whole and for each program being evaluated for the current and
preceding five (5) academic years. (see Table II-8)
H. Definition of Credit Unit
The EAC assumes that one semester or quarter credit-hour normally represents
one class hour or three laboratory hours per week. One academic year
normally represents at least 28 weeks of classes, exclusive of final
examinations. If other standards are used for this program, the differences
should be indicated.
I. Admission and Graduation Requirements, Basic Programs
Note: Data and information presented in this section should apply to all
programs listed under "Programs Offered and Degrees Granted" as being part
of the engineering educational unit. If there are exceptions for any of the
programs being submitted for evaluation, note them here and describe each
one specifically in the Program Self-Study under "Program Modes" for the
program in question.
1. Admission of Students
a. Describe the general criteria and procedures for
admitting students to engineering programs.
b. Provide a history of admission standards for freshmen
showing admission standards for students enrolled in
engineering programs directly from high school for the
current and last five (5) academic years. (see Table
II-9)
c. Describe how advanced placement course credits are
evaluated from programs not accredited by the EAC either
at this institution or elsewhere.
d. Describe special admission requirements for entry
into the upper division or professional programs in the
engineering educational unit.
e. Describe the policies regarding admission of transfer
students to the engineering programs from other
institutions and how these policies are enforced. List
such special requirements as a minimum grade-point
average and course requirements. Describe any general
articulation agreements with other institutions. If the
transfer of "D" grades is permitted, explain the
circumstances in which this occurs.
f. Provide a history of transfer engineering student
statistics. (see Table II-10)
2. Requirements for Graduation
a. Describe the process used at the college and/or
university levels to certify that graduation
requirements complying with ABET criteria have been
met by each graduate. Provide a sample of any work
sheet or check-off sheet used for this purpose.
b. If modes other than traditional on-campus
instruction are employed in any programs, the
additional modes of instruction should be listed
and described in relation to the applicable
programs. The institutional and/or engineering unit
policies under which the alternate modes are
offered should be summarized.
c. Indicate the grade-point average required for
graduation. If there are differences in
requirements among the regular and alternative
program modes, please explain.
J. Non-academic Support Units
Provide information about units that support only the engineering academic
programs.
Appendix II
Tables
{Program evaluators will require some information about the institution and
the engineering unit.
The forms which follow are simply a guide and are not required in the
Self-Study. All are optional.
The institution is encouraged to employ any means it chooses to represent
itself to ABET and the visiting team.}
Table II-1. Faculty and Student Count for Institution
School Year:
HEAD COUNT FTE TOTAL STUDENT
(see Note 2) CREDIT HOURS
FT PT
Tenure Track Faculty
Other Teaching Faculty
(excluding student
assistants)
Student Teaching Assistants
Undergraduate Students
Graduate Students
Professional Degree Students
1. Data should be provided here for the fall term immediately preceding
the visit.
2. For student teaching assistants, 1 FTE equals 20 hours per week of work
(or service). For undergraduate and graduate students, 1 FTE equals 15
credit-hours per term of institutional course work, meaning all
courses--engineering, humanities and social sciences, etc. For faculty
members, 1 FTE equals what your institution defines as a full-time
load.
Table II-3 (Part 1). Engineering Programs Offered
1 2 3 4 5 6 Offered, Not
Program Modes Offered Nominal Administrative Administrative Submitted for Submitted for
Evaluation
Title Years to Head Unit or Units Evaluation
Complete (e.g. Dept.)
Exercising
Budgetary
Control
Day Co- Off Alternative Now Not Now Now Not Now
Mode
op Campus Accred. Accred. Accred. Accred.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
14.
16.
18.
19.
See instructions on following page.
Instructions for Table II-3 (Part 1)
Complete the table for all programs offered by the engineering
education unit as follows:
Column 1 Give program title as officially published in catalog.
Column 2 Indicate all modes in which the program is
offered. If separate accreditation is requested for an
alternative mode, list on a separate line. Describe
"Other" by footnote.
Column 3-5 Self-explanatory.
Column 6 Only those programs being submitted at this
time for reaccredidation (now accredited) or initial
accreditation (not now accredited) should be checked in
this column.
Column 7 Programs not submitted for evaluation at this time should be
checked in this column.
Table II-3 (Part 2). Degrees Awarded and Transcript Designations
1 2 3 4
Program Title Modes Offered Name of Degree Awarded Designation on Transcript
Day Co-op Off Alternative
Campus Mode
See instructions on following page.
Instructions for Table II-3 (Part 2)
Complete the table for all programs listed in Table II-3 (Part 2), as
follows:
Column 1 Give the program title as officially published in catalog.
Column 2 Indicate all modes in which the program is offered. Describe
"Alternative Mode " by a footnote.
Column 3 List degree awarded for each mode offered. If different
degrees are awarded, list on separate lines.
Column 4 Indicate how the program is listed on
transcript for each mode offered. If different
designations are used, list on separate lines.
Table II-4. Supporting Academic Departments
For Academic Year: ____________
Department or Unit 1 2 3 Teaching Assistants
Full-time Part-time FTE
Faculty Faculty**
Faculty
Head Head
Count Count*
4 5
Head FTE**
Count
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
1.
* See instructions on reverse.
** For student teaching assistants, 1 FTE equals 20
hours per week of work (or service). For faculty
members, 1 FTE equals what your institution defines as a
full-time load.
Instructions for Table II-4
Provide data for all academic supporting units (e.g., Mathematics, Physics,
Chemistry, English, Computer Science, etc.) that provide any portion of the
instruction required by the institution for engineering students.
In column 1, give the number of full-time faculty members
(tenure track plus other teaching faculty, as classified in
Table I) exclusive of teaching assistants.
In column 2, give the number of part-time, adjunct, or visiting teaching
faculty members, exclusive of teaching assistants.
In column 3, give the sum of column 1 plus FTE** of column 2.
In columns 4 and 5, give the number of teaching assistants as head count and
FTE**.
Table II-5. Support Expenditures
(Name of Engineering Unit)
1 2 3 4
Fiscal Year (prior to (previous year) (current (year) "of
previous year) year) visit"
Expenditure
Category
Operations (1)
(not including
staff)
Travel (2)
Equipment (3)
(a)
Institutional
Funds
(b) Grants and
Gifts (4)
Graduate
Teaching
Assistants
Part-time
Assistance (5)
(other than
teaching)
Instructions: Report data for the engineering unit(s) and for each
engineering program being evaluated. Updated tables are to be provided at
the time of the visit.
Column 1: Provide the statistics from the audited account for the fiscal
year completed 2 years prior to the current fiscal year.
Column 2: Provide the statistics from the audited account for the fiscal
year completed prior to your current fiscal year.
Column 3: This is your current fiscal year (when you will be preparing these
statistics). Provide your preliminary estimate of annual expenditures, since
your current fiscal year presumably is not over at this point.
Column 4: Provide the budgeted amounts for your next fiscal year to cover
the fall term when the ABET team will arrive on campus.
Notes:
1. Categories of general operating expenses to be included here.
2. Institutionally sponsored, excluding special program grants.
3. Major equipment, excluding equipment primarily used for research. Note
that the expenditures (a) and (b) under "Equipment" should total the
expenditures for Equipment. If they don’t, please explain.
4. Including special (not part of institution’s annual appropriation)
non-recurring equipment purchase programs.
5. Do not include graduate teaching and research assistant or permanent
part-time personnel.
Table II-6. Personnel and Students
(Name of Engineering Unit )
Year1:
HEAD COUNT FTE RATIO TO
FACULTY
(see Note (3)
2)
FT PT
Administrative (4)
Faculty (tenure-track)
Other Faculty (excluding student
Assistants)
Student Teaching Assistants
Student Research Assistants
Technicians/Specialists
Office/Clerical Employees
Others (5)
Undergraduate Student enrollment
(see Note 6)
Graduate Student enrollment
Instructions: Report data for the engineering unit(s) as defined in Section
II. A. 2. and for each engineering program being evaluated. Updated tables
for the fall term when the ABET team is visiting are to be prepared and
presented to the team when they arrive.
Notes:
1. Data on this table should be for the fall term immediately preceding
the visit.
2. For student teaching assistants, 1 FTE equals 20 hours per week of work
(or service). For undergraduate and graduate students, 1 FTE equals 15
semester credit-hours (or 24 quarter credit-hours) per term of
institutional course work, meaning all courses--engineering, humanities
and social sciences, etc. For faculty members, 1 FTE equals what your
institution defines as a full-time load.
3. Divide FTE in each category by total FTE Faculty. Do not include
administrative FTE.
4. Persons holding joint administrative/faculty positions or other
combined assignments should be allocated to each category according to
the fraction of the appointment assigned to that category.
5. Specify any other category considered appropriate, or leave blank.
6. Specify whether this includes freshman and/or sophomores.
Table II-7. Faculty Salary Data
(Optional Table)
Academic Year _______
1. For the Institution as a Whole
Professor Associate Assistant Instructor
Professor Professor
Number
High
Mean
Low
2. For the Engineering Educational Unit as a Whole
Professor Associate Assistant Instructor
Professor Professor
Number
High
Mean
Low
3. Average Percent Salary Raises Given to Continuing Faculty Members for the
Past Six (6) Years.
Unit Year Year Year Year Year Year
Institution as
a Whole
Engineering
Education Unit
as a Whole
Report data for the academic year immediately preceding the visit. Include
deans and department heads holding academic rank. These need not be
specifically identified. Give number of persons receiving salary on an
annual basis, whether working full-time or not. All salaries should be
reported on an annual basis before any deductions, and normalized for a
nine-month academic year. Give high, low, and mean of actual salaries being
received by the individuals making up the number reported; if part-time,
report full-time equivalent.
(continued)
TABLE II-7 (Continued)
4. For Each Program Submitted for Evaluation
Program Professor Associate Assistant Instructor
Professor Professor
Number
High
Mean
Low
Number
High
Mean
Low
Number
High
Mean
Low
Number
High
Mean
Low
Number
High
Mean
Low
(continued)
TABLE II-7 (Continued)
Program Professor Associate Assistant Instructor
Professor Professor
Number
High
Mean
Low
Number
High
Mean
Low
Number
High
Mean
Low
Number
High
Mean
Low
Number
High
Mean
Low
Number
High
Mean
Low
Number
High
Mean
Low
Table II-8. Engineering Enrollment and Degree Data
Engineering education unit as a whole:
C Academic Enrollment Year Total Total Degrees Conferred
Year
U Undergrad Grad
R
R
E 1st 2nd 3rd 4th 5th Bachelor Master Doctor Other
N FT
T PT
1 FT
PT
2 FT
PT
3 FT
PT
4 FT
PT
5 FT
PT
Program:
C Academic Enrollment Year Total Total Degrees Conferred
Year
U Undergrad Grad
R
R
E 1st 2nd 3rd 4th 5th Bachelor Master Doctor Other
N FT
T PT
1 FT
PT
2 FT
PT
3 FT
PT
4 FT
PT
5 FT
PT
See instructions on next page.
Instructions for Table II-8
Give official fall term enrollment figures (head count) for the current and
preceding five academic years and undergraduate and graduate degrees
conferred during each of those years. The "current" year means the academic
year preceding the fall visit. Provide data in the first left-hand block of
spaces for the entire engineering educational unit and in separate blocks
thereafter for each program being submitted for evaluation.
FT--full time
PT--part time
Duplicate sufficient copies to accommodate the number of programs being
reported.
Table II-9. History of Admissions Standards for Freshmen
Academic Year Composite ACT Composite SAT Percentile Rank Number of New
in High School Students
Enrolled
MIN. AVG. MIN. AVG. MIN. AVG.
Instructions: Give minimum and average test scores and/or high school
standing for the last six (6) academic years. Use either ACT or SAT as
appropriate. The number of students enrolled should be for all programs in
the engineering education unit. If standards differ for some engineering
programs, either fill out additional table(s) or explain in the text. If
formal admission to engineering programs is not made in the freshman year,
give freshman figures for the overall institution and so indicate, and use
the format of Table II-10, History of Transfer Engineering Students, to
report standards for admission to engineering programs.
Table II-10. History of Transfer Engineering Students
Academic Year Number of Transfer
Students Enrolled
Instructions: Complete table for the last six (6) years.